UPDATE INBEST PRACTICES INMEDICAL EDUCATION

Kathryn Berlacher, MD, MS, FACC

University of Pittsburgh Medical Center

UPDATE INBEST PRACTICES INMEDICAL EDUCATION

Things I want to do… But don’t have time for!

UPDATE INBEST PRACTICES INMEDICAL EDUCATION

What Hot (and practical)in Med Ed Now

UPDATE INBEST PRACTICES INMEDICAL EDUCATION

Kathryn Berlacher, MD, MS, FACC

University of Pittsburgh Medical Center

Learning Objectives

• In 20 minutes you will be able to:

– Define “best practices” in medical education and name one theory upon which they are built

– Name 2 recent best practices of medical education

– Identify one new way you can stay up to date on these best practices

What is a ‘Best Practice’?

A technique or methodology that, through

experience and research, has proven to

reliably lead to a desired result.

“A technique or methodology that, through

experience and research, has proven to

reliably lead to a desired result…”

Does that definition fit medical

education?

Upon what is

medical education

built?

www.freeimageslive.co.uk/free_stock_image/building-concept-jpg

Knowles’ Principles of Andragogy

Resource: elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles; Image: nanozine.org

Role of Teacher in Andragogy

“Teacher” (Resident, Attending, PD, Course Director)

– is NOT the owner or provider of knowledge

– IS the facilitator of knowledge

Learner stage should not be ignored!

Newman P, Peile E. BMJ, 2002

Bloom’s Taxonomy

Image source: www.cft.vanderbilt.edu

Best Practice in Medical Education:

a commitment to using the knowledge,

methodology and technology at one's disposal to

ensure success in medical training.

Good News…

You are probably already doing some best practices!

• Sending your team an article based on a patient you saw together that day

• Case Based Conferences

• Competency Based Evaluations

GIVE ME AN UPDATE!!

I know how to define best practice in medical education.

What’s Hot Now?

• Interactive teaching and learning

– How and when to use simulation

– Inclusion in procedural training

• Burnout

– Prevalence and identification

– Prevention and treatment

Voelker et al. 2015

A new framework for teaching procedures?

Sawyer et al. Acad Med. 2015

Www.ACGME.org/What-We-Do/Initiatives/Physician-Well-Being

Are these Med Ed?

WHAT’S COMING NEXT???

I can name two current best practices in medical education.

Images from: gigaom.com, vinceantonucci.com, frankcurzio.com, birthdaybytes.com, wikipedia.org, ask8ball.net

What May Be Hot…

• Multimodal delivery of content and learning– Social media, podcasts, video conferencing, screencasts

• Simulation implementation and medical gaming

• Grit and resiliency

• Health care advocacy, diversity, social justice

medschool.lsuhsc.edu; amazon.com; itunes.com; keyin.to; seriousgamesmarket.blogspot.com.au

www.blog.edx.org

HOW CAN I STAY HOT?

Hmmm. That seems like a lot to keep up with.

How to Stay Hot

• Get involved – ACC, ACGME, APDIM, GME

• Expand your horizons– Read one med ed journal article per month

• Use social media– Twitter, search for #meded, follow people in this room!

• Listen to podcasts – Keylime, The Teaching Course, Emcrit

• Delegate!!– Use APDs, faculty, fellows, journal clubs

Best Practices in Medical Education

• Define it: the use of knowledge and methods based on adult learning principles to achieve success in training a diverse and evolving medical workforce

• Give 2 examples: simulation integration, burnout identification

– BONUS – Blended learning, gaming, grit, advocacy

• Name one way to stay uptodate: network, explore, delegate

Resources

• www.bmj.com; www.heart.org; www.acc.org

• www.elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

• https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

• Newman P, Peile E. Valuing learners’ experience and supporting further growth. BMJ. 2002. 325(7357):200-2.

• Voelker W, Petri N, Tonissen C, Stork S, Birkemeyer R, Kaiser E, Oberhoff M. Does Simulation-Based Trainig Improve Procedural Skills of Beginners in Interventional Cardiology? J Interv Cardiol. 2016. 29(1):75-82.

• Sawyer T, White M, Zaveri P, Chang T, Ades A, French H, Anderson J, Auerbach M, Johnston L, Kessler D. Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine. Acad Med. 2015. 90(8):1025-33.

• Dyrbye L, West C, Satele D, Boone S, Tan L, Sloan J, Shanafelt T. Burnout among US medical students, residents, and early career physicians relative to the general US population. Acad Med. 2014. 89(3):443-51.

• Jagsi R, Biga C, Poppas A, Rodgers G, Walsh M, White P, McKendry C, Sasson J, Schulte P, Douglas P. Work activities and compensation of male and female cardiologists. JACC. 2016. 67(5):529-41.

• Rodgers G, Conti J, Feinstein J, Griffin B, Kennett J, Shah S, Walsh M, Williams E, Williams J. ACC 2009 survey results and recommendations: addressing the cardiology workforce crisis. 2009. JACC. 54(13):1195-208.

• Morrow D, Fang J, Fintel D, Granger C, Katz J, Kushner F, Kuvin J, Lopez-Sendon J, McAreavey D, Nallamothu B, Page RL 2nd, Parrillo J, Peterson P, Winkelman C, AHA Council on cardiopulmonary, critical care, perioperative and resuscitation, council on clinical cardiology, council on cardiovascular nursing and council on quality of care and outcomes research. Evolution of critical care cardiology: transformation of the cardiovascular intensive care unit and the emerging need for new medical staffing and training models: a scientific statement from the AHA. Circ. 2012. 126(11):1408-28.

• www.medschool.lsuhsc.edu; www.amazon.com; www.itunes.com; www.keyin.to; www.seriousgamesmarket.blogspot.com.au; www.youtube.com